Nøgleord
MatematikFessor
Digitale læremidler
Grundskole
Citation/Eksport
Resumé
I denne artikel undersøger vi læreres og elevers brug af det digitale, adaptive læremiddel MatematikFessor med særligt fokus på lærernes brugsmønster og rammesætning, læremidlets feedback og hvordan denne anvendes, samt elevernes handlinger og deres motivation i forhold til arbejdet med læremidlet. Vores datagrundlag udgøres af seks cases med observation af undervisningen, interviews med lærerne og interview og skærmoptagelse med to elever fra hver klasse. I artiklen beskriver vi dels hvordan lærernes og elevernes brugsmønstre tager sig ud i vores cases, men også hvordan vi vil anbefale at lærerne i højere grad rammesætter og støtter elevernes brug af læremidlet.
Referencer
Alseth, B., Breiteig, T. & Brekke, G. (2003). Endringer og utvikling ved R97 som bakgrunn for videre planlegging og justering – matematikkfaget som kasus. Telemarksforsking Notodden.
Brousseau, G. (1997). Theory of Didactical Situations in Mathematics: Didactique des Mathématiques, 1970‑1990. (N. Balacheff, M. Cooper, R. Sutherland & V. Warfield, overs.). Kluwer Academic Publishers.
Brusilovsky, P. (1999). Adaptive and Intelligent Technologies for Web-Based Education. Künstliche Intelligenz, 13(4), 19‑25. https://www.contrib.andrew.cmu.edu/~plb/papers/KI-review.html
Bulman, G. & Fairlie, R.W. (2016). Technology and Education: Computers, Software, and the Internet. I: E.A. Hanushek, S. Machin & L. Woessmann (red.), Handbook of the Economics of Education (5. bind, s. 239‑280). Elsevier. https://doi.org/10.1016/B978‑0‑444‑63459‑7.00005‑1
Børne- og Undervisningsministeriet. (2019). Matematik – faghæfte 2019. https://emu.dk/sites/default/files/2020‑09/GSK_Fagh%C3%A6fte_Matematik.pdf
Cuban, L. (2015). The Lack of Evidence-Based Practice: The Case of Classroom Technology. https://www.larrycuban.wordpress.com/2015/02/05/the-lack-of-evidence-based-practice-the-caseof-classroom-technology-part-1/
du Boulay, B. (2016). Artificial Intelligence as an Effective Classroom Assistant. IEEE Intelligent Systems, 31(6), 76‑81. https://doi.org/10.1109/MIS.2016.93
Flyvbjerg, B. (2006). Five Misunderstandings about Case-Study Research. Qualitative Inquiry, 12(2), 219‑245. https://doi.org/10.1177/1077800405284363
Gerick, J., Eickelmann, B. & Vennemann, M. (2014). Zum Wirkungsbereich digitaler Medien in Schule und Unterricht. Jahrbuch der Schulentwicklung, 18, 206‑238. https://www.fachportalpaedagogik.de/literatur/vollanzeige.html?FId=3223492
Gilje, Ø., Ingulfsen, L., Dolonen, J.A., Furberg, A., Rasmussen, I., Kluge, A., Knain, E., Mørch, A., Naalsund, M. & Skarpaas, K.G. (2016). Med ARK&APP – bruk av læremidler og ressurser for læring på tvers av arbeidsformer. Universitetet i Oslo.
Gissel, S.T. (2015). Digitale læremidler til læse- og skriveundervisning – hvad skal vi med dem? Læsepædagogen, 63(3), 4‑9. https://www.ucviden.dk/da/publications/digitalel%C3%A6remidler-til-l%C3%A6se-og-skriveundervisning-hvad-skal-vi-m
Gissel, S.T. & Buch, B. (2020). A Systematic Review of Research on How Students and Teachers Use Didactic Learning Materials in L1. Learning Tech, 7, 90‑129. https://doi.org/10.7146/lt.v5i7.117281
Gissel, S.T., Gynther, K., Hansen, T.I., Højgaard, T., Jørnø, R.V.L., Nortvig, A.-M. & Pettersson, M.
(2020). Rhapsode – design, brug og virkning. https://laeremiddel.dk/viden-og-vaerktoejer/rapporter-2/rhapsode-design-brug-og-virkning/
Gissel, S.T. & Hansen, T.I. (2021). Learning Materials between Didactic Potential and Control. I:
M. Roos, K.L. Berge, H. Edgren, P. Hiidenmaa & C. Matthiesen (red.), Exploring Textbooks and
Cultural Change in Nordic Education 1536‑2020 (s. 302‑317). Brill.
Gissel, S.T., Hjelmborg, M.D., Kristensen, B.T. & Larsen, D.M. (2019). Kompetencedækning i analoge matematiksystemer til mellemtrinnet. MONA, 2019(3), 7‑27. https://tidsskrift.dk/mona/article/view/115580/163893
Gissel, S.T. & Skovmand, K. (2018). Kategorisering af digitale læremidler – en undersøgelse af didaktiske, digitale læremidlers karakteristika. https://laeremiddel.dk/wp-content/uploads/2018/05/Kategorisering-af-digitale-l%C3%A6remidler.pdf
Hiim, H. & Hippe, E. (2002). Læring gennem oplevelse, forståelse og handling – en studiebog i didaktik. Gyldendal.
Holmes, W., Anastopoulou, S., Schaumburg, H. & Mavrikis, M. (2018). Technology-Enhanced Personalised Learning: Untangling the Evidence. Robert Bosch Stiftung.
Kerr, P. (2016). Adaptive Learning. ELT Journal, 70(1), 88‑93. https://doi.org/10.1093/elt/ccv055
Knudsen, S.V. (red.). (2011). Internasjonal forskning på læremidler – en kunnskapsstatus. Høgskolen i Vestfold.
Kulik, J. & Fletcher, J.D. (2016). Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review. Review of Educational Research, 86(1), 42‑78. https://doi.org/10.3102/0034654315581420
Kvale, S. & Brinkmann, S. (2015). Interview – det kvalitative forskningsinterview som håndværk. Hans Reitzels Forlag.
Le, N.-T. (2016). A Classification of Adaptive Feedback in Educational Systems for Programming. Systems, 4(2). https://doi.org/10.3390/systems4020022
Liu, M., McKelroy, E., Corliss, S. & Carrigan, J. (2017). Investigating the Effects of an Adaptive Learning Intervention on Students’ Learning. Educational Technology Research and Development, 65, 1605‑1625. https://doi.org/10.1007/s11423‑017‑9542‑1
Manzano-León, A., Camacho-Lazarraga, P., Guerrero, M.A., Guerrero-Puerta, L., Aguilar-Parra, J.M.,Trigueros, R. & Alias, A. (2021). Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education. Sustainability, 13(4). https://doi.org/10.3390/su13042247
Mogensen, A. (2012). Når pointer styrer matematikundervisning. MONA, 2012(3), 40‑54. https://tidsskrift.dk/mona/article/view/35969/37323
Nielsen, J., Clemmensen, T. & Yssing, C. (2002). Getting Access to What Goes on in People’s Heads? Reflections on the Think-Aloud Technique. I: NordiCHI ‘02: Proceedings of the Second Nordic Conference on Human-Computer Interaction (s. 101‑110). Association for Computing Machinery. https://doi.org/10.1145/572020.572033
Niss, M., Andreasen, M., Hansen, K.F., Matthiasen, J., Mogensen, A., Skånstrøm, M. & Holm, C. (2006). Fremtidens matematik i folkeskolen – rapport fra udvalget til forberedelse af en handlingsplan for matematik i folkeskolen. Undervisningsministeriet.
OECD. (2015). Students, Computers and Learning: Making the Connection. OECD Publishing.
Raudaskoski, P.L. (2020). Observationsmetoder (herunder videoobservation). I: S. Brinkmann & L. Tanggaard (red.), Kvalitative metoder – en grundbog (s. 117‑135). Hans Reitzels Forlag.
Remillard, J.T. (2005). Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula. Review of Educational Research, 75(2), 211‑246. https://doi.org/10.3102/00346543075002211
Skemp, R.R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching, 77(1), 20‑26.
Somyürek, S. (2015). The New Trends in Adaptive Educational Hypermedia Systems. International Review of Research in Open and Distributed Learning, 16(1), 221‑241. https://doi.org/10.19173/irrodl.v16i1.1946
Stoyanov, S. & Kirchner, P. (2004). Expert Concept Mapping Method for Defining the Characteristics of Adaptive E-Learning: ALFANET project case. Educational Technology Research and Development, 52, 41‑54. https://doi.org/10.1007/BF02504838
Styrelsen for It og Læring. (2021). Lærernes digitale hverdag – kvantitativ kortlægning. https://www.uvm.dk/-/media/filer/uvm/aktuelt/pdf21/jun/210621-rapporten-laererens-digitalehverdag.pdf
Tamim, R., Bernard, R.M., Borokhovski, E., Abrami, P.C. & Schmid, R.F. (2011). What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study. Review of Educational Research, 81(1), 4‑28. https://doi.org/10.3102/0034654310393361
Taylor, R.P. (1980). Introduction. I: R.P. Taylor (red.), The Computer in School: Tutor, Tool, Tutee (s. 1‑10). Teachers College Press.
Verdú, E., Regueras, L.M., Verdú, M.J., de Castro, J.P. & Perez, M.A. (2008). Is Adaptive Learning Effective? A Review of the Research. I: Q. Li, S.Y. Chen, A. Xu & M. Li (red.), Advances on Applied Computer and Applied Computational Science (s. 710‑715). WSEAS Press.
Walkington, C. (2013). Using Adaptive Learning Technologies to Personalize Instruction to Student Interests: The Impact of Relevant Contexts on Performance and Learning Outcomes. Journal of Educational Psychology, 105(4), 932‑945. https://doi.org/10.1037/a0031882
Wang, S., Christensen, C., Cui, W., Tong, R., Yarnall, L., Shear, L. & Feng, M. (2020). When Adaptive Learning Is Effective Learning: Comparison of an Adaptive Learning System to Teacher-Led Instruction. Interactive Learning Environments, 31(2), 793‑803. https://doi.org/10.1080/10494820.2020.1808794